No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Validating the adult motivation for reading scale with Japanese college students
Abstract
The Adult Motivation for Reading Scale (AMRS) is the only instrument available to assess adult reading motivation. This study validates the factor structures and measurement invariance of the AMRS across genders. A group of 308 Japanese college students was randomly split into two samples. The present study conducted an exploratory factor analysis (EFA) using Sample 1 to investigate the factor structures underlying the AMRS. We fitted the resulting factor model to Sample 2 utilizing a confirmatory factor analysis (CFA) and cross-validated its’ model fit. Our results of the EFA and CFA confirmed the two identified reading motivation factors (i.e., reading importance, reading efficacy and extrinsic goals for reading) in college students. In addition, we established strict measurement invariance across gender.
... Drawing on the reading engagement theory and the Children's Motivation for Reading Questionnaire [24], Schutte and Malouff delved into adult reading motivation and identified four factors within two dimensions. The first factor, encompassing eight items, pertains to individuals viewing reading as an integral part of their lives, denoting intrinsic motivation [57]. The second factor, comprising six items, relates to reading efficacy, representing individuals' aspiration to excel as readers and their readiness to tackle challenges [57,58]. ...
... The first factor, encompassing eight items, pertains to individuals viewing reading as an integral part of their lives, denoting intrinsic motivation [57]. The second factor, comprising six items, relates to reading efficacy, representing individuals' aspiration to excel as readers and their readiness to tackle challenges [57,58]. This factor is also intertwined with intrinsic motivation. ...
... This factor is also intertwined with intrinsic motivation. The remaining two factors, containing 3 and 4 items respectively, denote extrinsic motivations, depicting individuals' desire for recognition and admiration from others [57], and the practical benefits of reading for achieving success in other domains [58]. AMRS stands out as the only scale tailored to adult individuals, demonstrating reliability and validity in gauging adult reading motivation [48]. ...
This study explores the relationship between reading motivation and reading comprehension achievement among English major students in China, an area that has received limited attention in existing literature. Drawing on previous research emphasizing the importance of reading motivation in improving reading skills, this study seeks to examine the connection between reading motivation and reading comprehension achievement within the specific research context. The Pearson correlation coefficient showed a significant positive correlation between reading motivation and reading proficiency among English major students at a Chinese private undergraduate university. The study also indicated that reading motivation can predict reading comprehension scores. This investigation not only fills a gap in current research but also paves the way for future experimental studies to investigate the efficacy of specific motivational interventions or instructional strategies in boosting reading motivation and subsequently improving reading skills among English language learners. The findings of this study are expected to guide educational practices and policies, ultimately leading to advancements in English language education for Chinese students majoring in English.
... Studies that have investigated the dimensions (factors) of adult reading motivation to date were conducted in other countries and were not focused on teachers (Kambara et al., 2021;Schutte & Malouff, 2007); therefore, the identified factor structures cannot be generalized to the U.S. teacher population. Similarly, due to age and occupational differences, available information on student reading motivation factors (Schiefele et al., 2012) cannot be extended to teachers. ...
... Most recently, Kambara et al. (2021) sought to validate the ARMS with 308 Japanese university students. The researchers employed exploratory factor analysis and confirmatory factor analysis to determine the factor structures of the ARMS. ...
... As demonstrated, while research on teachers' reading practices and teacher perceptions of students' reading motivation exists, teacher reading motivation factors have not been researched. Further, the little research conducted on adult reading motivation to date has been with international populations (Akbabaoǧlu & Yildiz Duban, 2020;Kambara et al., 2021;Maden, 2018;Schutte & Malouff, 2007), thus the need for a large-scale study that investigates these factors among U.S. teachers. As such, this study focuses on teachers in U.S. schools broadly, across grade levels, subject areas, and localities. ...
This study investigated reading motivation among teachers in PK–12 schools. Teachers (N = 1,052) from across the U.S. completed the Adult Reading Motivation Scale. Researchers used exploratory structural equation modeling and found five factors, namely Importance of Reading (IR), Reading for Recognition (RR), Reading for Occupational Effectiveness (RO), Reading Challenge (RC), and Reading Self-Efficacy (RSE). Further latent profile analysis yielded five profiles of teachers’ reading motivation: (a) the group labeled AVG (n = 528) had close to average scores on all five factors; (b) the latent profile labeled AA-Low RR (n = 302) had overall above-average factor scores except for RR; (c) an AA-High RR (n = 77) group with overall above-average scores and the highest mean RR scores; (d) a BA-Low RSE group (n = 79) with overall below-average factor scores and the lowest mean RSE scores; and (e) a BA-Low IR group (n = 61), the smallest group, with below-average factor scores on all indicators and the lowest mean IR scores. Ethnicity, educational attainment, years of experience, grade level, and subject area differed significantly across profiles. Findings are interpreted through the lenses of self-determination theory. Implications for teacher education and PK–12 professional learning are discussed.
... Although researchers have acknowledged cultural factors affecting reading motivation within a specific country in the existing literature (Huang, 2013;Kambara, 2020;Kambara et al., 2021;Lau, 2004), very few studies looked at how different cultures influence reading motivation across countries. Huang (2013) examined Taiwanese middle school students' reading motivation, while Lau (2004) explored factor structures in Chinese middle school students' reading motivation. ...
... Huang (2013) examined Taiwanese middle school students' reading motivation, while Lau (2004) explored factor structures in Chinese middle school students' reading motivation. Kambara (2020) investigated Japanese fourth-grade students' reading motivation, and Kambara et al. (2021) explored the factor structure of Japanese college students' reading motivation. These studies were all conducted in Asian countries, which are considered as collectivist cultures (Markus & Kitayama, 1991). ...
This cross-cultural study investigated country and gender differences among American (U.S.A.) and Japanese students’ reading motivation. Fourth-grade students (94 from the United States and 102 from Japan) were administered a reading motivation questionnaire. Study results indicated American students had higher reading motivation than Japanese students on most dimensions, including Self-Efficacy, Challenges, Curiosity, Importance, Involvement, Recognition, Grades, Competition, and Social. We found that culture may impact students’ reading motivation and discuss how individualistic and collectivistic cultures influence students’ reading motivation. Contrasting with the existing research, this study did not show any significant gender differences in reading motivation across the two countries. The null effect of gender needs to be re-examined in future studies.
... "Shallow reading" is also one of the negative effects of fragmented reading. In order to quickly obtain social dynamic information and meet short-term recreational reading needs, college students' reading style is presented as keyword browsing and content jumping, but no matter what type of books are shallow, only read the skin, do not seek to understand the details, which to a large extent affects the development of college students' in-depth reading habits [10][11]. ...
This article analyzes the impact of the Internet on college students’ reading habits and preferences, emphasizing that short reading, micro-reading, and miscellaneous reading have become trends. The article discusses the intelligent transformation of libraries, proposes strategies such as enhancing resource publicity, strengthening academic resource construction and providing personalized services, and analyzes the effect of brilliant reading promotion assessed by WeChat Communication Index (WCI). The results show that reading speed in the virtual reality environment is significantly faster than in the traditional environment, but deep comprehension takes longer. The time spent by mobile college students on entertaining videos, WeChat public numbers, etc. reached a ratio of 0.6740 and 0.5637. PC students spent more time on professional academic journals, academic MOOC videos, etc. The results of the WCI index for March-September 2022 showed that the WCI before the beginning of the school year was 176.23, and the highest in the middle of the semester reached 387.63, which proved the effectiveness of the intelligent transformation of the Library. The article demonstrates college students’ new trend of reading behavior in the Internet era and the effectiveness of Library coping strategies.
... The fact that reading motivation is influenced by the cultural and ethnic background of students was revealed by Kambara et al (2021), when validating with Japanese college student an instrument originally developed with Australian young adults. According to the bioecological model of human development (Bronfenbrenner & Ceci, 1994) reading motivation is impacted at different levels: microsystem (learner's direct interactions, e.g., family, teachers, and friends), exosystem (indirect influences from formal and informal social structures, e.g., community, neighbourhood, and parents' workplaces), and macrosystem (the coherence perceived at the micro-, meso-, and exo-system levels; beliefs and ideologies). ...
The main aim of this study is to analyse whether scholarly creativity can be linked to the reading process (reading preferences and reading metacognition) of preservice teachers. The research was carried out using a quantitative, descriptive, exploratory, cross-sectional design. The sample consisted of 254 Spanish and Chilean preservice teachers, who were administered online three previously validated questionnaires on creative self-perception, reading preferences and reading strategies. Both descriptive and inferential statistical analysis have been used. The results show a medium-high level of reading metacognition, with a preference for the use of problem-solving strategies while reading and for reading in digital format for academic purposes. There were statistically significant differences both in reading preferences, strategies and creative self-perception according to country (with Chilean students scoring higher in all of them), but no differences were found according to gender. There were positive correlations between creative self-perception in the scholarly domain and reading preferences (=.275 for academic digital and =.433 for academic print) and metacognition (=.445). Academic reading in printed format and global reading metacognition were also found to be significant predictors of self-perception in scholarly creativity, which support the theories of the need of skills in a specific domain to be able to develop creativity in such domain. The study concludes by assessing the implications of this relationship between reading and creativity, proposing the suitability of promoting both metacognitive reflections on the way to consolidating a learning focusing on the process, especially important in the case of future teachers.
... Since these are new scales for the Italian context, it would have been useful to test the scales on the same population at two different time points. Furthermore, in a future study, we would like to test the scales with different populations and compare them with other scales that measure the same constructs (Kambara et al., 2021). ...
Implementing a Social and Emotional Learning (SEL) approach in school requires monitoring certain skills. As awareness of SEL increases in Italy, it is necessary to provide instruments to monitor these skills within a systemic approach. This study presents the cultural adaptation/validation of 5 scales from Panorama Education, which are widely used in school districts in the United States, to the Italian middle/high school context: Grit, Sense of Belonging, Self-Management, Social Awareness, and Self-Efficacy. After cultural adaptation, 709 middle/high school students answered an online questionnaire (2021). Psychometric properties showed good internal consistency and confirmatory factor analysis showed a good fit index. The differences in gender and grade level support the validity of the instrument.
... However, we still do not have sufficient knowledge about how SA tools can influence students' motivation for academic reading. It is well acknowledged that reading motivation is an important indicator of reading comprehension (Becker et al., 2010;Guthrie & Wigfield, 2000) and it plays a significant role in college students' academic success (Kambara et al., 2021). The purpose of the study, therefore, is to explore in which ways, if any, Perusall influences students' motivation for reading academic texts and what accounts for possible motivational changes. ...
Social annotation tools hold great potential in facilitating students’ academic reading by transforming solitary reading tasks into collaborative experience, but little is known about how social annotations can affect students’ academic reading motivation. This study examined the use of Perusall, a social annotation tool, among students in three university classes. It specifically explored how Perusall affected the students’ motivation for curriculum-based academic reading and what factors accounted for the changes in their reading motivation. Informed by Guthrie et al.'s (2011) Motivations for reading information books school questionnaire (MRIB-S) and motivation for reading information books non-school questionnaire (MRIB-N), we devised the Motivation for Curriculum-based Academic Reading (MCAR) questionnaire to examine the students’ pre-task and post-task reading motivation. We also created prompts for both the midterm and final written reflections to elicit the students’ perspectives on using Perusall for curriculum-based academic reading. The results revealed that social annotations enhanced the students’ reading motivation, particularly extrinsic motivation, and students showed stronger preference for reading academic texts online toward the end of the study. The changes in their motivation can be attributed to multiple opportunities that Perusall affords, including peer interaction/coaching, interaction between readers and texts, and ongoing automated grading. The students appreciated the transformational role of Perusall, reflected in simultaneity of reading and discussion, the affordance of equal/wider student participation, and collaborative reading of course contents. This study sheds light on the impact of social annotation tools on students’ collaborative relationships, the growth of online learning communities, and the improvement of students’ reading motivation.
... Reading motivation plays a crucial role in college students' academic success (Kambara et al., 2021). Lucas et al. (2010) conducted a study on intrinsic motivation factors and found that language learners are intrinsically motivated to learn reading and speaking skills, and that they are intrinsically motivated through knowledge acquisition and achievements. ...
The Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new normal of reading online. Within this scope, the study aims to develop a self-report instrument on affective attributes towards online reading among tertiary ESL learners, and to examine the specific affective attributes students display towards online reading. The Survey of Online Reading Affective Attributes was adapted and developed to measure tertiary ESL learners’ affective attributes towards online reading for academic and study-related purposes. This questionnaire was administered to 130 tertiary ESL learners. Principal components analysis was performed and the results confirmed the three affective factors were self-efficacy, motivation, and anxiety. In addition, the analysis of the survey data revealed that the majority of students, in general, were relatively self-efficacious, motivated, and less anxious towards online reading. However, it was discovered that nearly one-third of students were relatively anxious towards online reading and one-fifth of them were less self-efficacious. The limitations of this study and pedagogical recommendations are further discussed in this paper.
There is an absence of cross-cultural qualitative research exploring sociocultural factors affecting reading motivation. To address the gap, the present study adopted the Bronfenbrenner's bioecological model of human development to investigate factors impacting reading motivation across American and Japanese fourth grade students. Additionally, we aimed to identify ways to motivate both students to read. Semi-structured interviews for 12 students in each country were conducted. Our study identified a consistent pattern in which the reading motivation of both American and Japanese students was directly influenced by the microsystem. Our findings also suggest distinct patterns between American and Japanese students. While American students exhibited a direct impact from the microsystem, Japanese students' reading motivation was influenced by several systems, including the microsystem, exosystem, and macrosystem. We explained that the observed unique patterns between American and Japanese students could be due to cultural differences. We identified several effective ways to motivate students to read.
Learning Arabic speaking skills depends on the teacher's teaching to his students by choosing learning media according to the needs and goals of a teacher to realize Arabic speaking skills to his students. The purpose of this research is the implementation of the learning activities of hand puppet media to improve the speaking skills of Sungai Tarab State Islamic Elementary students. Then, hand puppet media can improve the speaking skills of Sungai Tarab State Islamic Elementary students. This study uses two rounds of classroom action research. Each round consists of four stages: planning, implementation, observation and reflection. The research population was all students of Islamic Elementary School Sungai Tarab, while the sample was class Three Islamic Elementary School Sungai Tarab, totaling 35 students. Data collection techniques using interview, observation and documentation methods. At the same time, the analysis technique used in analyzing is data reduction, data presentation and conclusion drawing. The results of this study indicate that the use of hand puppet media in learning Arabic can improve the ability to speak Arabic for the third-grade students of Islamic Elementary School Sungai Tarab in learning activities.
Self-construal refers to how individuals view themselves independently from others (Independent self-construal) or interdependently with others (Interdependent self-construal). Although the self-construal theory claimed a connection between self-construal and motivation, none of studies explored the relation between self-construal and reading motivation. To bridge the gap, this study examined country and gender differences in self-construal and reading motivation of 236 Hispanic American and 114 Japanese college students. Additionally, we investigated the relation between self-construal and reading motivation. Our data indicated that country and gender modulated reading motivation, particularly reading efficacy. Furthermore, self-construal significantly predicted reading motivation regardless of country or gender. Specifically, Hispanic American and Japanese students with higher independence showed higher reading efficacy, whereas students with higher interdependence exhibited lower reading efficacy. This is the first study to reveal the close relation between self-construal and reading motivation in the field of education.
The existing literature on reading motivation primarily focuses on monolingual children and adolescents using quantitative approaches. To date, there is an absence of qualitative studies exploring bilingual college students’ reading motivation that can provide details of participants’ views, beliefs, and experiences related to reading motivation. To meet this need, this qualitative study used the bioecological model of human development to explore sociocultural impacts on multidimensions of reading motivation in Latinx college students. Twenty-eight Latinx bilingual college students participated in individual and semi-structured interviews and generated written literacy journeys that focused on understanding factors affecting the multidimensionality of their reading motivation and ways to motivate them. Our data suggest Latinx college students’ reading motivation was influenced by the three systems of the bioecological model of human development: microsystem, exosystem, and macrosystem. Furthermore, we found that reflective, autonomous, and interactive learning environments were effective for enhancing their reading motivation.
Research today demands the application of sophisticated and powerful research tools. Fulfilling this need, this two-volume text provides the tool box to deliver the valid and generalizable answers to today's complex research questions. The Oxford Handbook of Quantitative Methods in Psychology aims to be a source for learning and reviewing current best-practices in quantitative methods as practiced in the social, behavioral, and educational sciences. Comprising two volumes, this text covers a wealth of topics related to quantitative research methods. It begins with essential philosophical and ethical issues related to science and quantitative research. It then addresses core measurement topics before delving into the design of studies. Principal issues related to modern estimation and mathematical modeling are also detailed. Topics in the book then segway into the realm of statistical inference and modeling with articles dedicated to classical approaches as well as modern latent variable approaches. Numerous articles associated with longitudinal data and more specialized techniques round out this broad selection of topics.
This study employed the mixed method explanatory sequential design to investigate Japanese fourth grade students’ reading motivation. A total of 102 students first completed the Motivation for Reading Questionnaire (MRQ) to investigate the differences in reading motivation among different dimensions in three categories (Competence and Self-Efficacy, Goals for Reading, and Social Reasons for Reading). Then, all students were categorized into three groups: high, medium, and low. Four students from each motivation group were selected for semi-structured interviews to specify critical factors impacting their reading motivation. Both quantitative and qualitative results clearly indicate the cultural influence on students’ motivation to read, including collectivist culture and educators’ and parents’ reading beliefs. This research supports the view of sociocultural theories that an individual’s learning and development are closely tied to the social and cultural contexts in which the learner is situated.
The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties [Mild RD], and 31 with severe reading difficulties [Severe RD]) who were randomized to complete either a non-challenging or challenging reading task. Students reported their reading-related task values (attainment and interest) and efficacy beliefs right before and their achievement emotions both before and after performing the reading task. The results revealed that the associations of task values and efficacy beliefs with achievement emotions were moderated by RD and task difficulty. High attainment value was related to more positive and less negative emotions, especially for students with Severe RD. In turn, high interest value and efficacy beliefs were related to more positive emotions during the task, especially for students with No RD or Mild RD. Finally, among all students, higher interest value in the face of a non-challenging reading task and higher efficacy beliefs in the face of a challenging reading task were related to less negative emotions. The results provide a novel understanding of the role of RD in the situational associations between reading-related motivation and achievement emotions.
Reading motivation is a critical contributor to reading achievement and has the potential to influence its development. Educators, researchers, and evaluators need to select the best reading motivation scales for their research and classroom. The goals of this review were to identify a set of reading motivation student self-report scales used in research, examine the development and psychometric properties of each reading motivation scale, and compare scales on availability, reliability, age range, and motivation constructs measured. This article summarizes 16 current reading motivation scales. Findings suggest the need for more research regarding the multidimensionality of reading motivation and measures that could span early childhood to adolescence.
The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness, and vocabulary. Boys and girls showed similar levels of attainment and reading self-efficacy. Reading self-efficacy was associated with word reading, but not with reading comprehension in either boys or girls. It is argued that this may reflect important differences between reading self-efficacy and more general measures of reading motivation and engagement. Reading self-efficacy is an element of reading motivation that is closely associated with a child’s perceived attainments in reading and is less susceptible to the gender differences seen in broader measures.
Despite the widespread use of exploratory factor analysis in psychological research, researchers often make questionable decisions when conducting these analyses. This article reviews the major design and analytical decisions that must be made when conducting a factor analysis and notes that each of these decisions has important consequences for the obtained results. Recommendations that have been made in the methodological literature are discussed. Analyses of 3 existing empirical data sets are used to illustrate how questionable decisions in conducting factor analyses can yield problematic results. The article presents a survey of 2 prominent journals that suggests that researchers routinely conduct analyses using such questionable methods. The implications of these practices for psychological research are discussed, and the reasons for current practices are reviewed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Despite the importance of motivation in understanding the development and practices of reading, problems persist in how motivation-related constructs are defined and investigated. This article reports a concept analysis of how 12 terms have been used in current reading research. Selection criteria resulted in the identification of 92 data-based articles published in 28 peer-reviewed journals from 2003 to 2013. Over the period examined, there was a steady increase in the number of studies reported. Most were conducted in North America and Europe. Only 17 % of the studies offered explicit definitions of the target constructs they examined. Another 64 % relied on various forms of implicit definitions, and 19 % provided no definitions of any kind. Usage problems frequently occurred as well. These included instances of vague associations among terms, occurring in 20 % of the studies, synonymous reference to distinctly different constructs in 32 %, and inaccurate statements made about constructs in 20 %. Although a variety of motivation theories were used to ground the investigations, some 22 % were essentially atheoretical. These difficulties were unrelated to the impact factor of the journals in which they appeared. Possible causes are discussed, together with suggestions for improvement.
This study employed a triangulated mixed method to investigate reading motivation of Chinese middle school students in Taiwan. A total of 247 seventh grade students (122 boys and 125 girls) participated voluntarily by completing the Chinese Motivation for Research Questionnaire (CMRQ). Sixteen of the 247 students were purposely selected to participate in the semistructured interviews and classroom observations over the course of the month. A multiple linear regress, a zero-order correlation statistical analysis, and content analyses showed high-achieving students placed greater value on grades and social recognition than low-achieving students. Motivation was enhanced by utilizing materials associated with interests.
The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to read and reading self-efficacy. Each reading program occurred during the fall of the school year and lasted 12 weeks. Approximately 150 3rd-grade children participated in CORI; 200 3rd-grade children participated in SI. Results of pre- and posttest analyses of children's responses to a reading motivation questionnaire showed that children's intrinsic motivation to read and reading self-efficacy increased only in the CORI group.
In 43 countries, 199,097 fifteen-year-olds completed a reading comprehension test and a questionnaire. We analyzed the data using multilevel regressions of Rasch-estimated test scores to test the associations of gender and context on reading achievement among adolescents. In every country, girls outscored boys. Reading enjoyment mediated 42% of the gender effect. No other predictor significantly mediated the gender effect, Log gross domestic product per capita accounted for most of the differences across countries. Family socioeconomic status (SES), schoolmates' family SES, number of books at home, and enjoyment of reading all positively correlated with individual reading achievement. Modeling a student's likelihood of being a poor reader yielded similar results. This study suggests that a comprehensive model of reading achievement must include variables at the country, family, school, and student levels.
According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman's model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.
ABSTRACTS
Dimensions of children's motivation for reading and their relations to reading activity and reading achievement
This study was designed to assess dimensions of reading motivation and examine how these dimensions related to students' reading activity and achievement. A heterogeneous urban sample of fifth‐ and sixth‐grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self‐efficacy, several types of intrinsic and extrinsic reading motives, social aspects of reading, and the desire to avoid reading. The students also completed several different measures of reading activity and reading achievement. Confirmatory factor analyses demonstrated that the proposed dimensions of children's reading motivation could be identified and measured reliably. Scales based on the different dimensions related positively to one another and negatively to the desire to avoid reading. Mean scale scores on most of the dimensions differed by gender and ethnicity, with girls and African Americans reporting stronger motivation. Mean scale scores on most of the dimensions were similar for fifth‐ and sixth‐grade students and for low and middle income students. All of the scales related to children's reports of their reading activity and several to their reading achievement. The strength of the relations between reading motivation and reading achievement was greater for girls and for white students. Cluster analyses revealed seven distinct groupings of children based on their motivational profiles that were related to reading activity and, to a lesser extent, to reading achievement. The study demonstrates that reading motivation is multidimensional and should be regarded as such in research and in practice.
Dimensiones de las motivaciones de los niños para la lectura y sus relaciones con la actividad lectora y los logros en lectura
ESTE ESTUDIO fue diseñado para evaluar dimensiones de motivación para la lectura y examinar cómo esas dimensiones se relacionan con la actividad lectora y los logros en lectura de los estudiantes. Una muestra urbana heterogénea de niños de quinto y sexto grado completó el Cuestionario de Motivación para la Lectura (MRQ; Wigfield & Guthrie, 1997), un cuestionario diseñado para evaluar 11 posibles dimensiones de la motivación para la lectura, incluyendo auto‐eficacia, varios tipos de motivos intrínsecos y extrínsecos para leer, aspectos sociales de la lectura y el deseo de evitar la lectura. Los estudiantes también completaron varias medidas diferentes de actividad lectora y logros en lectura. Los análisis factoriales demostraron que las dimensiones propuestas de la motivación de los niños para la lectura pueden ser identificadas y medidas en forma confiable. Las escalas basadas en las diferentes dimensiones se relacionaron positivamente una con otra y negativamente con el deseo de evitar la lectura. Las medias de los valores de las escalas en la mayoría de las dimensiones variaron por género y raza, se reportó mayor motivación para las niñas y los afroamericanos. Las medias de los valores de las escalas en la mayoría de las dimensiones fueron similares para los estudiantes de quinto y sexto grado y para los estudiantes de ingresos bajos y medios. Todas las escalas se relacionaron con los informes de los niños acerca de sus actividades lectoras y muchas de ellas con los logros en lectura. La fuerza de las relaciones entre la motivación para la lectura y los logros en lectura fue mayor entre las niñas y los estudiantes blancos. Los análisis por clusters revelaron siete agrupamientos distintos de los niños basados en sus perfiles motivacionales que se relacionaron con la actividad lectora y, en menor grado, con los logros en lectura. El estudio demuestra que la motivación para la lectura es multidimensional y debe ser concebida como tal en la investigación y la práctica.
Umfang der Motivation von Kindern zum Lesen und ihre Beziehungen zur Leseaktivität und Leseleistung
DIESE STUDIE war darauf ausgelegt, die Ausmaße an Motivationen zum Lesen zu begutachten und zu untersuchen wie diese Dimensionen sich auf die Leseaktivität und den Leistungserfolg der Schüler bezogen. Ein heterogener Querschnitt von Großstadtkindern der fünften und sechsten Klasse vervollständigt den Fragebogen über die Motivation zum Lesen (MRQ; Wigfield & Guthrie, 1997), ein Fragebogen, der darauf zugeschnitten war, 11 mögliche Ausmaße zur Lesemotivation, einschließlich der eigenen Leistungsfähigkeit, zu beurteilen, sowie mehrere Arten von intrinsischen und extrinsischen Lesemotivationen, sozialen Aspekten des Lesens, und den Wunsch das Lesen zu meiden. Die Schüler vervollständigten auch mehrere unterschiedliche Bewertungsmaßnahmen von Leseaktivitäten und Leseleistungen. Analysen von Zustimmungsfaktoren zeigten an, daß die vorgeschlagenen Dimensionen an Lesemotivation der Kinder zuverlässig identifiziert und gemessen werden konnten. Bewertungsmaßstäbe basierend auf die unterschiedlichen Ausmaße konnten positiv zueinander in Bezug gebracht werden und negativ mit dem Wunsch, das Lesen zu vermeiden. Die durchschnittlichen Werte in der Bemessungsskala bei den meisten Ausmaßen unterschieden sich nach Geschlecht und ethnischer Zugehörigkeit, dabei wurde bei Mädchen und Afroamerikanern von einer stärkeren Motivation berichtet. Die Durchnittsbemessungswerte in den meisten Dimensionen bei Schülern der fünften und sechsten Klasse und bei Schülern aus unteren und mittleren Einkommensschichten waren sich ähnlich. Alle Bemessungswerte bezogen sich auf Schülerberichte über ihre Leseaktivität und einige auf ihre Leseleistung. Die Stärke der Beziehungen zwischen Lesemotivation und Leseleistung war bei den Mädchen und den weißen Schülern größer. Gruppenanalysen zeigten sieben auffällige Gruppierungen von Kindern basierend auf ihre Motivationsprofile, die sich auf Leseaktivität bezogen und, in geringerem Maße, auf die Leseleistung. Die Studie zeigt, daß die Lesemotivation vielschichtig ist und daher als solche in Forschung und Praxis angesehen werden sollte.
Dimensions de la motivation des enfants pour la lecture et relations avec l'activité de lecture et les résultats obtenus
CETTE RECHERCHE a été effectuée pour évaluer les dimensions de la motivation à la lecture et pour examiner comment elles sont corrélées à l'activité de lecture des élèves et aux résultats qu'ils obtiennent. Un échantillon hétérogène d'enfants de cinquième et sixième année vivant en ville a rempli le Questionnaire de Motivation pour la Lecture (MRQ, Wigfield & Guthrie, 1997), questionnaire destiné à évaluer 11 dimensions éventuelles de motivation pour la lecture, notamment l'efficacité de soi, plusieurs types intrinsèques et extrinsèques de mobiles de lecture, des aspects sociaux de la lecture, et le désir d'éviter de lire. Les élèves ont aussi fourni plusieurs mesures différentes d'activité de lecture et de résultats obtenus. Une analyse factorielle de confirmation a démontré que les dimensions de la motivation des enfants pour la lecture peuvent être identifiées et mesurées fidèlement. Des échelles basées sur les différentes dimensions sont corrélées positivement entre elles et négativement au désir d'éviter de lire. Pour la plupart des dimensions, les scores moyens des échelles sont différents selon le genre et l'ethnicité, les filles et les Afro‐américains manifestant une plus forte motivation. Pour la plupart des dimensions, les scores moyens des échelles sont semblables en cinquième et sixième année, et pour les élèves de milieux aux revenus inférieur ou moyen. Toutes les échelles sont corrélées aux rapports faits par les enfants sur leur activité de lecture et plusieurs aux résultats obtenus. La force des corrélations entre la motivation pour la lecture et les résultats obtenus est plus forte dans le cas des filles et des blancs. L'analyse par clusters fait apparaître sept groupes distincts d'élèves en fonction de leur profil motivationnel qui sont corrélés à l'activité de lecture et, à un moindre degré, aux résultats obtenus. Cette recherche montre que la motivation pour la lecture est multidimensionnelle et devrait être considérée en tant que telle dans la recherche et dans la pratique.
It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed that, after controlling for variance associated with word reading ability, listening comprehension, and nonverbal ability through hierarchical multiple regression analysis, reading self-efficacy was a significant positive predictor of reading comprehension scores. For students with low self-efficacy in reading, reading self-efficacy was a significant positive predictor of multiple-choice comprehension scores but not of constructed-response comprehension scores. For students with high self-efficacy in reading, reading self-efficacy did not account for additional variance in either item format. The implication that the multiple-choice format magnifies the impact of self-efficacy in assessments of reading comprehension is discussed.
Attempts to organize, summarize, or explain one's own behavior in a particular domain result in the formation of cognitive structures about the self or self-schemata. Self-schemata are cognitive generalizations about the self, derived from past experience, that organize and guide the processing of the self-related information contained in an individual's social experience. The role of schemata in processing information about the self was examined in 2 experiments by linking self-schemata to a number of specific empirical referents. In Exp I, 48 female undergraduates either with schemata in a particular domain or without schemata were selected using the Adjective Check List, and their performance on a variety of cognitive tasks was compared. In Exp II, the selective influence of self-schemata on interpreting information about one's own behavior was investigated in 47 Ss. Results of both experiments indicate that self-schemata facilitate the processing of information about the self, contain easily retrievable behavioral evidence, provide a basis for the confident self-prediction of behavior on schema-related dimensions, and make individuals resistant to counterschematic information. The relationship of self-schemata to cross-situational consistency in behavior and the implications of self-schemata for attribution theory are discussed. (23 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
People in different cultures have strikingly different construals of the self, of others, and of the interdependence of the 2. These construals can influence, and in many cases determine, the very nature of individual experience, including cognition, emotion, and motivation. Many Asian cultures have distinct conceptions of individuality that insist on the fundamental relatedness of individuals to each other. The emphasis is on attending to others, fitting in, and harmonious interdependence with them. American culture neither assumes nor values such an overt connectedness among individuals. In contrast, individuals seek to maintain their independence from others by attending to the self and by discovering and expressing their unique inner attributes. As proposed herein, these construals are even more powerful than previously imagined. Theories of the self from both psychology and anthropology are integrated to define in detail the difference between a construal of the self as independent and a construal of the self as interdependent. Each of these divergent construals should have a set of specific consequences for cognition, emotion, and motivation; these consequences are proposed and relevant empirical literature is reviewed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic–extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children (
N = 105) completed a new reading motivation questionnaire twice during a school year. Children's reading amount and breadth were measured using diaries and questionnaires. Children's reading motivation was found to be multidimensional. Their motivation predicted children's reading amount and breadth even when previous amount and breadth were controlled. An intrinsic motivation composite predicted amount and breadth of reading more strongly than did an extrinsic motivation composite. Some aspects of girls' reading motivation were more positive than boys'. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined grade- and achievement-level differences in 4th-, 7th-, and 10th-grade students' control-related beliefs and relations between students' beliefs and their reading and writing achievement. MANOVA results indicated grade- and achievement-level differences in self-efficacy, causal attribution, and outcome expectancy beliefs but no interaction between grade and achievement level. Canonical correlations identified a single dimension linking students' beliefs to achievement in both reading and writing. Quadratic relations to achievement were found for outcome expectancy and intelligence attributions. As grade increased, beliefs for reading were more highly related to comprehension skill relative to component skills, whereas beliefs for writing were more highly related to component skills relative to communication skills. At all achievement levels, a similar pattern of beliefs was related to achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Self-determination theory (SDT) is an empirically based theory of human motivation, development, and wellness. The theory focuses on types, rather than just amount, of motivation, paying particular attention to autonomous motivation, controlled motivation, and amotivation as predictors of performance, relational, and well-being outcomes. It also addresses the social conditions that enhance versus diminish these types of motivation, proposing and finding that the degrees to which basic psychological needs for autonomy, competence, and relatedness are supported versus thwarted affect both the type and strength of motivation. SDT also examines people's life goals or aspirations, showing differential relations of intrinsic versus extrinsic life goals to performance and psychological health. In this introduction we also briefly discuss recent developments within SDT concerning mindfulness and vitality, and highlight the applicability of SDT within applied domains, including work, relationships, parenting, education, virtual environments, sport, sustainability, health care, and psychotherapy.
Exploratory factor analysis (EFA) is a complex, multi-step process. The goal of this paper is to collect, in one article, information that will allow researchers and practitioners to understand the various choices available through popular software packages, and to make decisions about "best practices" in exploratory factor analysis. In particular, this paper provides practical information on making decisions regarding (a) extraction, (b) rotation
Individualism-collectivism is one of the best researched dimensions of culture in psychology. One frequently asked but underexamined question regards its cross-temporal changes: Are cultures becoming individualistic? One influential theory of cultural change, modernization theory, predicts the rise of individualism as a consequence of economic growth. Findings from past research are generally consistent with this theory, but there is also a body of evidence suggesting its limitations. To examine these issues, cross-temporal analyses of individualism-collectivism in the United States and Japan were conducted. Diverging patterns of cultural changes were found across indices: In both countries, some of the obtained indices showed rising individualism over the past several decades, supporting the modernization theory. However, other indices showed patterns that are best understood within the frameworks of a shifting focus of social relationships and a persisting cultural heritage. A comprehensive theory of cultural change requires considerations of these factors in addition to the modernization effect.
The purpose in this study was to examine the longitudinal relationships of intrinsic and extrinsic motivation with reading literacy development. In particular, the authors (a) investigated reading amount as mediator between motivation and reading literacy and (b) probed for bidirectional relationships between reading motivation and reading literacy, controlling for previous reading literacy. A total of 740 students participated in a longitudinal assessment starting in Grade 3, with further points of measurement in Grades 4 and 6. Structural equation models with latent variables showed that the relationship between intrinsic reading motivation and later reading literacy was mediated by reading amount but not when previous reading literacy was included in the model. A bidirectional relationship was found between extrinsic reading motivation and reading literacy: Grade 3 reading literacy negatively predicted extrinsic reading motivation in Grade 4, which in turn negatively predicted reading literacy in Grade 6. Implications for research and practice are discussed.
The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school.
Reading motivation has been defined consistently as a multidimensional construct. However, there is some disagreement regarding the number and nature of the dimensions of reading motivation. In particular, there is a lack of studies investigating the dimensional structure and measurement invariance (e.g., across gender) of reading motivation questionnaires. Based on earlier instruments, qualitative findings referring to students' reasons for reading, and theoretical considerations, we developed the Reading Motivation Questionnaire (RMQ). A sample of 883 sixth-grade students was presented with 34 reading motivation items pertaining to seven dimensions. Five of these dimensions (i.e., curiosity, involvement, grades, competition, social recognition) referred to Wigfield and Guthrie's Motivations for Reading Questionnaire, whereas two dimensions (i.e., emotional regulation, relief from boredom) were based on recent qualitative findings. The results from confirmatory factor analyses supported the hypothesized factor structure. In addition, three higher order factors were identified: intrinsic, extrinsic, and regulatory reading motivation. Moreover, strict measurement invariance across female and male students and across groups with low versus high reading competence was established. Construct validity of the RMQ was supported by the contributions of the RMQ factors to reading amount, fluency, and comprehension and by the predicted gender differences in the dimensions of reading motivation.
(Ed.), The following values have no corresponding Zotero field:
ID - 534
The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty-three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male- or female-orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed.
The constructs of motivation for reading and reading engagement have frequently become blurred and ambiguous in both research and discussions of practice. To address this commingling of constructs, the authors provide a concise review of the literature on motivation for reading and reading engagement and illustrate the blurring of those concepts in theoretical discussions and in measurement instruments. The authors then identify differences, clarify the constructs, and show how distinguishing reading motivation from engagement can deepen our understanding of their uniqueness and interplay. Implications for research and applications to instruction are explored.
A bstract
This research analyzes individuals' perceived resilience to changing climatic conditions. Specifically, we suggest individual resilience is composed of an awareness of localized risks created because of climate change, a willingness to learn about, and plan for, the potential impacts of altered environmental conditions, and general appraisals of personal adaptive capacities. We hypothesize that resilience is influenced by the characteristics of individuals' social networks and also by their social‐psychological dependence on local environments. Using data collected in three resource‐associated communities within the southeastern United States, our analysis suggests bonding ties may limit individuals' willingness to seek new information about the potential impacts of climate change. Conversely, the data suggest the use of a diverse array of bridging ties is positively associated with information‐seeking behavior. The data also support our hypothesis that individuals' social psychological dependencies on the local environment influences their perceived resilience to changing climatic conditions. By gaining a clearer understanding of how individuals' social networks and social‐psychological dependencies affect their perceived ability to adapt to changing environmental conditions, decision makers can focus on policy solutions that increase adaptive capacities and build social resilience.
This review of research examines the constructs of reading motivation and synthesizes research findings of the past 20 years on the relationship between reading motivation and reading behavior (amount, strategies, and preferences), and the relationship between reading motivation and reading competence (reading skills and comprehension). In addition, evidence relating to the causal role of motivational factors and to the role of reading behavior as a mediator of the effects of motivation on reading competence is examined. We identify seven genuine dimensions of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Evidence for these dimensions comes from both quantitative and qualitative research. Moreover, evidence from previous studies confirms the positive contribution of intrinsic reading motivation, and the relatively small or negative contribution of extrinsic reading motivation, to reading behavior and reading competence. The positive contribution of intrinsic motivation is particularly evident in relation to amount of reading for enjoyment and reading competence and holds even when accounting for relevant control variables. However, the causal role of reading motivation and the mediating role of reading behavior remain largely unresolved issues.
This study examined the role of reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on higher order reading comprehension (comprised of paragraph- and passage-level comprehension) in a sample of 159 fifth-grade elementary students. A positive association between intrinsic reading motivation and reading amount was assumed, whereas a negative contribution to reading amount was expected for extrinsic reading motivation. As control variables, lower order reading comprehension (comprised of word- and sentence-level comprehension), gender, and social desirability were taken into account. Structural equation analyses indicated that reading amount fully mediated the positive effect of intrinsic reading motivation on higher order comprehension, whereas extrinsic reading motivation exerted both indirect and direct negative effects on comprehension. Additional analyses confirmed a suppression effect and showed significant negative contributions of extrinsic reading motivation to reading amount and reading comprehension only when intrinsic reading motivation was simultaneously included as a predictor.
In an attempt to more clearly understand the erosion of motivation in some readers, a number of researchers (Mohr, 200617.
Mohr , K. 2006. Children's choices for recreational reading: A three-part investigation of selection, preferences, rationales, and processes. Journal of Literacy Research, 38(1): 181–104. View all references; Smith & Wilhelm, 200225.
Smith , M. and
Wilhelm , J. 2002. Reading don't fix no Chevy's: Literacy in the lives of young men, Portsmouth, NH: Heinemann. View all references) and organizations (The Education Alliance, 20076.
Education Alliance. (2007). Gender differences in reading achievement: Policy implications and best practices http://www.educationalliance.org/Downloads/Research/GenderDifferences.pdf (Accessed: 25 July 2007). View all references) have called for the investigation of gender differences in all readers, including young children. Consequently, this study focused on younger, average achieving readers. Specifically, 288 third-grade average readers were studied. Two constructs consistent with expectancy-value theory (Eccles, 19835.
Eccles , J. 1983. “Expectancies, values, and academic behaviors”. In Achievement and achievement motives, Edited by:
Spence , J. T. 75–146. San Francisco, CA: Freeman. View all references), self-concept as a reader and value of reading, were examined. The results suggest that third-grade boys and girls who are average readers are equally self-confident about their reading ability; however, boys value reading less than girls. This finding sheds new light on the complexities of motivation and gender differences.
Convergent and discriminant validity of various self-efficacy measures was examined across 2 studies. In Study 1, U.S. high school students (N = 358) rated their self-efficacy in 6 school subjects in reference to either specific problems or general self-efficacy statements on the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich & De Groot, 1990). In Study 2, Korean female high school students (N = 235) judged their perceived efficacy in reference to specific problems, specific task descriptions, and MSLQ statements in 3 school subjects. Across Studies 1 and 2, the 1st-order confirmatory factor analyses (CFAs) provided support for both convergent validity of different self-efficacy responses and discriminant validity of perceived self-efficacy across different subject areas. The 2nd-order CFAs confirmed the discriminant validity of self-efficacy beliefs. Substantial method effects were also observed. The problem- and task-referencing methods correlated with each other to a greater extent than they did with the MSLQ Self-Efficacy scale.
This study explored dimensions of adult reading motivation and collected reliability and validity information for a measure that assesses individual differences in adult reading motivation. Reading engagement theory provided the basis for an initial pool of items. A factor analysis showed that four dimensions, (a) reading as part of the self, (b) reading efficacy, (c) reading for recognition, and (d) reading to do well in other realms, accounted for a substantial amount of the variance in reading motivation. An overall reading motivation scale of 21 items with subscales representing the four dimensions was created using items with high factor loadings. The internal consistency of the total reading motivation scale was good and the internal consistencies of the subscales were reasonable. The total scale and subscales predicted reading enjoyment and time spent reading. A better understanding of adult reading motivation may aid those who support adult readers.
For most classroom teachers, recognizing when students are engaged in literacy activities – and perhaps more glaringly, when they are not – is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP-R) and to engage in a discussion of how periodic, class-wide administration of the MRP-R can inform practices to support motivating classroom contexts.
ABSTRACTS
This study describes changes in literacy engagement during 1 year of Concept‐Oriented Reading Instruction (CORI), a new approach to teaching reading, writing, and science. Literacy engagement was defined as the integration of intrinsic motivations, cognitive strategies, and conceptual learning from text. To promote literacy engagement in classrooms, our team designed and implemented CORI in two third‐ and two fifth‐grade classrooms in two schools. One hundred and forty students participated in an integrated reading/ language arts‐science program, which emphasized real‐world science observations, student self‐direction, strategy instruction, collaborative learning, self‐expression, and coherence of literacy learning experiences. Trade books replaced basals and science textbooks. According to 1‐week performance assessments in the fall and spring, students gained in the following higher order strategies: searching multiple texts, representing knowledge, transferring concepts, comprehending informational text, and interpreting narrative. Children's intrinsic motivations for literacy correlated with cognitive strategies at .8 for Grade 5 and .7 for Grade 3. All students who increased in intrinsic motivation also increased in their use of higher order strategies. A sizeable proportion (50%) of students who were stable or decreased in intrinsic motivation failed to progress in higher order strategies. These findings were discussed in terms of a conceptual framework that embraces motivational, strategic, and conceptual aspects of literacy engagement.
Este estudio describe cambios en el compromiso con la lectoescritura durante un año de enseñanza de la lectura orientada hacia los conceptos (CORI), un nuevo abordaje de la didáctica de la lectura, la escritura y la ciencia. El compromiso con la lectoescritura se definió como la integración de motivaciones intrínsecas, estrategias cognitivas y aprendizaje conceptual de los textos. Para promover el compromiso con la lectoescritura en las aulas, nuestro equipo diseñó e implementó CORI en dos clases de tercer grado y dos de quinto en dos escuelas. Ciento cuarenta estudiantes participaron en un programa integrado de lectura, lenguaje y ciencia, que ponía el acento en observaciones científicas en el mundo real, estudio autodirigido, enseñanza de estrategias, aprendizaje en colaboración, autoexpresión y coherencia de las experiencias de aprendizaje de la lectoescritura. Libros de circulación general reemplazaron a los textos básicos (basals) y a los libros de texto sobre ciencias. Sobre la base de evaluaciones del desempeño durante una semana tomadas en otoño y primavera, los estudiantes hicieron avances en las siguientes estrategias de orden superior: búsqueda de textos múltiples, representación del conocimiento, transferencia de conceptos, comprensión de texto informativo e interpretación de narrativas. Las motivaciones intrínsecas de los niños hacia la lectoescritura correlacionaron con las estrategias cognitivas en .8 para 5 o grado y .7 para 3 o grado. Todos los estudiantes que aumentaron su motivación intrínseca también aumentaron el uso de estrategias de orden superior. Una importante proporción (50%) de estudiantes, que permanecieron estables o cuya motivación intrínseca disminuyó, no progresó en las estrategias de orden superior. Estos hallazgos fueron discutidos dentro de un marco conceptual que incluye aspectos motivacionales, estratégicos y conceptuales del compromiso con la lectoescritura.
Diese studie beschreibt die Veränderungen im Literarisierungsengagement im Laufe eines Jahres im Rahmen eines konzeptorientierten Leseunterrichts (CORI) mit neuen Zugängen in der Vermittlung von Lese‐ und Schreibkompetenzen und in der Wissensvermittlung. Die Literarisierungsbestrebungen wurden definiert als eine Integration von persönlicher Motivation, Wissensvermittlung und begrifflichem Lernen durch einen Text. Um die Freude an der Literarisierung im normalen Unterricht zu fördern, entwarf unser Team das CORI‐Konzept und führte es in jeweils zwei Klassen der dritten Schulstufe und der fünften Schulstufe an zwei Schulen ein. 140 Schüler nahmen an diesem Integrationsprogramm für Lesen und Sprachbeherrschung teil, wobei faktische Beobachtungen, Selbsttätigkeit der Schüler, Lernstrategien, soziale Lernformen, persönliche Ausdrucksfähigkeit und das Wiedererkennen von Zusammenhängen die Schwerpunkte dieses Literarisierungsprozesses waren. Belletristische Allgemeinliteratur und Sachbücher ersetzten Fibeln und sachorientierte Lehrbücher. Ausgehend von jeweils ein wöchigen Leistungsfeststellungen im Herbst und Frühjahr, erwarben sich die Schüler fortgeschrittene Lernstrategien, und zwar in der Sinnerfassung von vielschichtigen Texten, in der Präsentation von erworbenem Wissen, im Transfer von Lernkonzepten, in der Sinnerfassung von Sachtexten und in der Interpretation von erzählender Literatur. Die eigentliche Motivation der Kinder für die Literarisierung stand in wechselseitiger Beziehung zu den wissensmäßigen Lernstrategien mit jeweils .8 für die Schulstufe 5 und mit .7 für die Schulstufe 3. Alle Schüler, die eine erhöhte Lernmotivation aufwiesen, erhöhten in gleichem Ausmaß die Fähigkeiten in der Anwendung fortgeschrittener Lernstrategien. Eine beträchtliche Zahl der Schüler (50 Prozent), die in ihrer Lernmotivation unverändert blieben oder einen Motivationsabbau zeigten, wiesen keinen lernstrategischen Fortschritt auf. Diese Ergebnisse wurden diskutiert im Rahmen eines systematischen Lernkonzepts, das motivationale, strategische und konzeptionelle Aspekte der Literarisierung umfaßt.
Cette étude présente les changements de motivations au cours d'une année d'Enseignement de la Lecture Orienté vers les Concepts (ELOC; CORI en anglais), une nouvelle façon d'enseigner la lecture, l'écriture et les sciences. On a défini l'investissement en lecture‐écriture comme une intégration de motivations personnelles, de stratégies cognitives, et d'apprentissages conceptuels à partir d'un texte. Notre équipe a défini et implanté CORI dans deux classes de troisième année et dans deux classes de cinquième année de deux écoles en vue de développer i'investissement en lecture‐écriture en classe. Cent quarante élèves ont participé à un programme de lecture‐langue‐sciences, qui mettait l'accent sur des observations scientifiques du monde réel, l'autonomie de l'élève, l'enseignement de stratégies, l'apprentissage coopératif, l'expression de soi, et la cohérence des expériences d'apprentissage de la lecture‐écriture. Des livres du commerce ont pris la place des manuels et des livres d'exercices scientifiques. En se basant sur les résultats d'une semaine d'évaluations au premier et au second trimestre, on voit que les élèves ont progressé dans les stratégies de haut niveau suivantes: recherche dans plusieurs textes, représentation des connaissances, et interprétation de narration. Les motivations personnelles des enfants pour la lecture‐écriture sont en corrélation avec les stratégies cognitives à 80% en cinquiéme année et à 70% en troisième année. Tous les élèves dont les motivations personnelles ont progressé ont également progressé dans leur utilisation de stratégies de haut niveau. Une proportion notable (50%) d'élèves dont les motivations personnelles sont stables ou en diminution n'ont pas progressé dans les stratégies de haut niveau. La discussion de ces résultats porte sur un cadre conceptuel embrassant les aspects motivationnels, stratégiques, et conceptuels de l'investissement en lecture‐écriture.
Blending research evidence with practical recommendations, this book demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. A collection of articles from leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Following a Preface, articles in the collection are: (1) "Why Teachers Should Promote Reading Engagement" (Linda Baker; Mariam Jean Dreher; John T. Guthrie); (2) "Building the Word-Level Foundation for Engaged Reading" (Linda Baker); (3) "Helping Children Who Experience Reading Difficulties: Prevention and Intervention" (Steve Graham and Karen R. Harris); (4) "Fostering Reading for Learning" (Mariam Jean Dreher); (5) "Creating a Print- and Technology-Rich Classroom Library to Entice Children to Read" (Marilyn J. Chambliss and Ann Margaret McKillop); (6) "Promoting Collaboration, Social Interaction, and Engagement with Text" (Linda B. Gambrell; Susan Anders Mazzoni; Janice F. Almasi); (7) "Facilitating Children's Reading Motivation" (Allan Wigfield); (8) "Determining the Suitability of Assessments: Using the CURRV Framework" (Diane Henry Leipzig and Peter Afflerbach); (9) "Using Instructional Time Effectively" (James P. Byrnes); (10) "Building toward Coherent Instruction" (John T. Guthrie; Kathleen E. Cox; Kaeli T. Knowles; Michelle Buehl; Susan Anders Mazzoni; Liz Fasulo); (11) "Facilitating Reading Instruction through School-Wide Coordination" (Linda Valli); (12) "Fostering Home and Community Connections to Support Children's Reading" (Susan Sonnenschein and Diane Schmidt); (13) "Achieving Expertise in Teaching Reading" (Patricia A. Alexander and Helenrose Fives); and (14) "Why Teacher Engagement Is Important to Student Achievement" (John T. Guthrie; Mariam Jean Dreher; Linda Baker). Each article contains references. (NKA)
This study investigated the effects of goals and goal-progress feedback on children's reading comprehension self-efficacy and skill. Subjects, 30 lower-middle-class students from 2 fifth-grade classes in an elementary school who did not experience excessive decoding problems and who regularly received remedial reading instruction, were randomly assigned to 1 of 3 treatment groups: product goal, process goal, or a combination of process goal and progress feedback. Subjects received daily 35-minute training for 15 school days, working on instructional material covering comprehension of main ideas. Results indicated that (1) the combined treatment group demonstrated significantly higher performance on the self-efficacy and skill tests than the process-goal and product-goal conditions; and (2) combined and process-goal conditions judged perceived progress in strategy learning higher than product-goal subjects. Findings suggest that remedial readers benefited from explicit feedback on their mastery of a comprehension strategy. (One table of data is included; 23 references are attached.) (RS)
This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty-two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed.
The aim of this study was to investigate gender differences in the relationship between reading ability, frequency of reading and attitudes and beliefs relating to reading and school. Two hundred and thirty-two 10-year-old children (117 male) completed a reading comprehension test and a questionnaire exploring the following areas: frequency of reading, attitude to reading, attitude to school, competency beliefs and perceived academic support (from peers and teacher). Overall, girls had better reading comprehension, read more frequently and had a more positive attitude to reading and school. However, smaller gender differences were found in reading ability than in attitudes and frequency of reading. Indeed, effect sizes for gender differences in reading were found to be small in this and other studies. Reading ability correlated with both boys' and girls' reading frequency and competency beliefs; however, only boys' reading ability was associated with their attitude to reading and school. Notably, gender differences were found predominantly in the relationship between factors, rather than solely in the factors themselves. Previous research has neglected to study these relationships, and has focused instead on the gender differences found in individual factors. Conclusions are made regarding the applicability of these findings to the school situation.
This prospective study tested with 272 children a structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories. Familial socioeconomic status is linked to children's career trajectories only indirectly through its effects on parents' perceived efficacy and academic aspirations. The impact of parental self-efficacy and aspirations on their children's perceived career efficacy and choice is, in turn, entirely mediated through the children's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations. Perceived occupational self-efficacy gives direction to the kinds of career pursuits children seriously consider for their life's work and those they disfavor. Children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of worklife. Analyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice.
This study examined 3 familial factors—parental surveillance of homework, parental reactions to grades, and general family style—in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.
We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities.
Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and promote internalization, leading to the desired educational outcomes.